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Grade 6 · unit review

Review: Read closely and explain precisely

Support a central idea, analyze word choice, build an evidence paragraph, and summarize without broadening claims.

Download reviews and answer keys

Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. “The costume team often misplaced tools. They made a checkout card for each tool and checked the cards at the end of two sessions. The cards helped identify two tools still out.” Which central idea best fits?
2. Stated action: “Rafi revised the plan twice.” Description A says patiently; B says obsessively. Which comparison is supported?
3. “Niko tested a paper hinge, noted where it bent, and changed that section before another test.” Which explanation supports calling this response systematic?
4. Memo: “We suggest one extra practice if a room is available. Four members requested it; no room is confirmed.” Which neutral summary is accurate?

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

Write a five-sentence reading note from this original case: “The model team found materials scattered after a meeting. They listed each item and assigned a shelf space. At two later meetings, they used the list to locate needed items.” A writer calls the organizing work “fussy.” New memo: “The team proposes labeling two more shelves if spare labels are available; no search times were recorded.” Give a central idea, analyze fussy, support an interpretation with two details, and summarize the conditional proposal.

Work on paper or in your own document. Explain the choices you made.

  • Use multiple details for a bounded central idea.
  • Treat fussy as an evaluation rather than proof.
  • Explain how listing and assigned spaces support organized work.
  • Retain two shelves, spare-label condition, and unmeasured times.
Compare with a model response

A simple organizing routine helped this team locate materials at two later meetings. Listing items and assigning shelf spaces support describing its work as systematic because the team connected an inventory to specific locations. The word fussy makes that attention sound excessive, but the stated actions alone do not prove it was unnecessary. The memo proposes labeling two more shelves if spare labels exist. Search times were not recorded, so the account supports locating items rather than a measured speed improvement.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.